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Innovative teaching methods & strategies

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Chanda Jabeen

This document discusses innovative teaching techniques and strategies. It begins by outlining objectives of implementing teaching skills and identifying various methods into the classroom. These include lecture-based teaching, case studies, group discussions, brainstorming, field trips, role-playing, and other active learning strategies. The document then examines different teaching methods like jigsaw puzzles, concept mapping, debates, cooperative learning, and using panels of experts. It emphasizes the importance of using teaching aids and varied techniques to increase learner participation. Throughout, it promotes the idea that teaching requires utilizing diverse "lures" and "instruments" to engage different learners, and that combining methods creates an amazing learning experience.

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INNOVATIVE TEACHING TECHNIQUES AND STRATEGIES Ms. CHANDA JABEEN RN, RM, BSN M.Phil. Epidemiology & Public Health PhD (Scholar) Epidemiology & Public Health 1
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We think of the effective teachers we have had over the years with a sense of recognition, but those who have touched our humanity we remember with a deep sense of gratitude. 3
I hear and I forget. I see and I believe. I do and I understand. - Confucius 4
Objectives:  Implement teaching and presentation skills into a classroom setting (innovative practice).  Identify and implement a variety of teaching methods (innovative practice).  Teaching strategies  Techniques to increase learners participation  Teaching aids  Advantage and disadvantage  Teaching plan Strategies for classroom management 5
 Teaching is like fishing…  You use different lures for different fish  You use different methods for different learners.  Teaching is like beautiful music…  Where, instructional methods are the instruments  When played alone they make sound…  When played together in tune, rhythm, and feeling, they become amazing music! 6
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Presentation skills into a classroom setting Focus 1: Content of the Presentation Ask your students to consider three questions  “What do I want to share?”  “Why do I want to share it?”  “How can I share it in the clearest way possible for my audience?” 8
Focus 2: Delivery Here are the three main areas to focus on:  Vocal Control  Eye Contact  Physical Gestures Focus 3: Preparation and Rehearsal 9
Focus 4: Supplemental Aids 1. Slide Deck 2. Outline 3. Notes for distribution 4. Visual Aids Focus 5: Assessing 10
Teaching Presentation Skills” will enable you and your students to learn and utilize the techniques of accomplished, professional speakers, and will allow you to make sequential strides toward becoming highly successful presenters. 11
What is a “Method”?  a procedure or process for attaining an object: as  a (1) : a systematic procedure, technique, or mode of inquiry employed by or proper to a particular discipline or art (2) : a systematic plan followed in presenting material for instruction  b (1) : a way, technique, or process of or for doing something (2) : a body of skills or techniques 12
Teaching Method  Objective oriented activities and flow of information between teachers and students. 13
30% of what we SEE We Learn and Retain 10% of what we READ 20% of what we HEAR 50% of what we HEAR and SEE Higher levels of retention can be achieved through active involvement in learning. 14
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Methods, Strategy, Aid, Approach  Teaching Method tend to be synonymous with technique according to Webster  Teaching Strategy – “careful plan” that serves an important function in achieving a specific outcome.  Instructional aids includes:  Chalkboard, Flip chart, PowerPoint  Overheads, VCR, Real Objects, etc.  Teaching Approach is a “holistic process”  Includes the teaching steps, problem-solving strategies, and teaching methods. 16
Teaching Methods  Lecture-Explaining  Case Study  Group Discussion  Brainstorming  Field-trip (tour) 17
Additional Methods/Strategies  Others  Role-Play  Jigsaw  Concept Map/Sketch  Debate  Cooperative Learning  Panel of Experts  Mind map  Games  Quiz 18
Lecture: Formal presentation by an expert in the subject matter that may be followed by a question-and-answer session. 19
Case study: A process or record of research into the development of a particular person, group, or situation over a period of time. 20
Group Decision : Group Decision-making (also known as collaborative decision-making) is a situation faced when individuals collectively make a choice from the alternatives before them. The decision is then no longer attributable to any single individual who is a member of the group. 21
Brainstorming: For generating creative ideas and solutions through intensive and freewheeling group discussion. Every participant is encouraged to think aloud and suggest as many ideas as possible. 22
Field Trip: Is a journey by a group of people to a place away from their normal environment. The purpose of the trip is usually observation for education, non-experimental research or to provide students with experiences outside their everyday activities, such as going camping with teachers and their classmates. The aim of this research is to observe the subject in its natural state and possibly collect samples. 23
Role play : o Role-play is a valuable teaching and training tool that delivers immense amount of imprinted learning. • Practice • Feedback • Debrief 24
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Jigsaw : A jigsaw puzzle is a tiling puzzle that requires the assembly of, often oddly shaped, interlocking and tessellating pieces. Each piece usually has a small part of a picture on it; when complete, a jigsaw puzzle produces a complete picture. 26
Concept Mapping: Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. 27
Debate: Debate is a method of interactive and representational argument. 28
Cooperative learning: • Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. There is much more to Cooperative Learning than merely arranging students into groups, and it has been described as "structuring positive interdependence."Students must work in groups to complete tasks collectively toward academic goals. 29
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Panel of experts: A group of people who answer questions, give advice or opinions about something, or take part in a discussion for an audience A group of people with special knowledge, skill, or experience who give advice or make decisions 31
MIND MAP 32
Why Use Teaching Aids? Teaching aids are useful to:  Ensure that your point is understood,  Signal what is important/essential,  Enable students to visualise or experience something that is impractical to see or do in real life,  Engage students’ other senses in the learning process,  Facilitate different learning styles. 33
Instructional/Teaching Methods  Assist the teacher in the teaching/learning process  White board  Handouts  Pictures/Video  Audio  Computer  Models 34
Techniques to increase learners participation: Assess their prior knowledge Try a jigsaw approach Keep it “bite-sized Keep them busy Give them a voice and a choice Goal orientation Motivation Reinforcement Friendly environment Appropriate teaching strategy Time adjustment Spaced learning 35
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Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. To teach is to learn twice LEARNING NEVER ENDS 40
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More Related Content

Innovative teaching methods & strategies

  • 1. INNOVATIVE TEACHING TECHNIQUES AND STRATEGIES Ms. CHANDA JABEEN RN, RM, BSN M.Phil. Epidemiology & Public Health PhD (Scholar) Epidemiology & Public Health 1
  • 2. 2
  • 3. We think of the effective teachers we have had over the years with a sense of recognition, but those who have touched our humanity we remember with a deep sense of gratitude. 3
  • 4. I hear and I forget. I see and I believe. I do and I understand. - Confucius 4
  • 5. Objectives:  Implement teaching and presentation skills into a classroom setting (innovative practice).  Identify and implement a variety of teaching methods (innovative practice).  Teaching strategies  Techniques to increase learners participation  Teaching aids  Advantage and disadvantage  Teaching plan Strategies for classroom management 5
  • 6.  Teaching is like fishing…  You use different lures for different fish  You use different methods for different learners.  Teaching is like beautiful music…  Where, instructional methods are the instruments  When played alone they make sound…  When played together in tune, rhythm, and feeling, they become amazing music! 6
  • 7. 7
  • 8. Presentation skills into a classroom setting Focus 1: Content of the Presentation Ask your students to consider three questions  “What do I want to share?”  “Why do I want to share it?”  “How can I share it in the clearest way possible for my audience?” 8
  • 9. Focus 2: Delivery Here are the three main areas to focus on:  Vocal Control  Eye Contact  Physical Gestures Focus 3: Preparation and Rehearsal 9
  • 10. Focus 4: Supplemental Aids 1. Slide Deck 2. Outline 3. Notes for distribution 4. Visual Aids Focus 5: Assessing 10
  • 11. Teaching Presentation Skills” will enable you and your students to learn and utilize the techniques of accomplished, professional speakers, and will allow you to make sequential strides toward becoming highly successful presenters. 11
  • 12. What is a “Method”?  a procedure or process for attaining an object: as  a (1) : a systematic procedure, technique, or mode of inquiry employed by or proper to a particular discipline or art (2) : a systematic plan followed in presenting material for instruction  b (1) : a way, technique, or process of or for doing something (2) : a body of skills or techniques 12
  • 13. Teaching Method  Objective oriented activities and flow of information between teachers and students. 13
  • 14. 30% of what we SEE We Learn and Retain 10% of what we READ 20% of what we HEAR 50% of what we HEAR and SEE Higher levels of retention can be achieved through active involvement in learning. 14
  • 15. 15
  • 16. Methods, Strategy, Aid, Approach  Teaching Method tend to be synonymous with technique according to Webster  Teaching Strategy – “careful plan” that serves an important function in achieving a specific outcome.  Instructional aids includes:  Chalkboard, Flip chart, PowerPoint  Overheads, VCR, Real Objects, etc.  Teaching Approach is a “holistic process”  Includes the teaching steps, problem-solving strategies, and teaching methods. 16
  • 17. Teaching Methods  Lecture-Explaining  Case Study  Group Discussion  Brainstorming  Field-trip (tour) 17
  • 18. Additional Methods/Strategies  Others  Role-Play  Jigsaw  Concept Map/Sketch  Debate  Cooperative Learning  Panel of Experts  Mind map  Games  Quiz 18
  • 19. Lecture: Formal presentation by an expert in the subject matter that may be followed by a question-and-answer session. 19
  • 20. Case study: A process or record of research into the development of a particular person, group, or situation over a period of time. 20
  • 21. Group Decision : Group Decision-making (also known as collaborative decision-making) is a situation faced when individuals collectively make a choice from the alternatives before them. The decision is then no longer attributable to any single individual who is a member of the group. 21
  • 22. Brainstorming: For generating creative ideas and solutions through intensive and freewheeling group discussion. Every participant is encouraged to think aloud and suggest as many ideas as possible. 22
  • 23. Field Trip: Is a journey by a group of people to a place away from their normal environment. The purpose of the trip is usually observation for education, non-experimental research or to provide students with experiences outside their everyday activities, such as going camping with teachers and their classmates. The aim of this research is to observe the subject in its natural state and possibly collect samples. 23
  • 24. Role play : o Role-play is a valuable teaching and training tool that delivers immense amount of imprinted learning. • Practice • Feedback • Debrief 24
  • 25. 25
  • 26. Jigsaw : A jigsaw puzzle is a tiling puzzle that requires the assembly of, often oddly shaped, interlocking and tessellating pieces. Each piece usually has a small part of a picture on it; when complete, a jigsaw puzzle produces a complete picture. 26
  • 27. Concept Mapping: Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. 27
  • 28. Debate: Debate is a method of interactive and representational argument. 28
  • 29. Cooperative learning: • Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. There is much more to Cooperative Learning than merely arranging students into groups, and it has been described as "structuring positive interdependence."Students must work in groups to complete tasks collectively toward academic goals. 29
  • 30. 30
  • 31. Panel of experts: A group of people who answer questions, give advice or opinions about something, or take part in a discussion for an audience A group of people with special knowledge, skill, or experience who give advice or make decisions 31
  • 33. Why Use Teaching Aids? Teaching aids are useful to:  Ensure that your point is understood,  Signal what is important/essential,  Enable students to visualise or experience something that is impractical to see or do in real life,  Engage students’ other senses in the learning process,  Facilitate different learning styles. 33
  • 34. Instructional/Teaching Methods  Assist the teacher in the teaching/learning process  White board  Handouts  Pictures/Video  Audio  Computer  Models 34
  • 35. Techniques to increase learners participation: Assess their prior knowledge Try a jigsaw approach Keep it “bite-sized Keep them busy Give them a voice and a choice Goal orientation Motivation Reinforcement Friendly environment Appropriate teaching strategy Time adjustment Spaced learning 35
  • 36. 36
  • 37. 37
  • 38. 38
  • 39. 39
  • 40. Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. To teach is to learn twice LEARNING NEVER ENDS 40
  • 41. 41

Editor's Notes

  1. Office of the Dean of Teaching and Learning
  2. Office of the Dean of Teaching and Learning